Abstract
This study determined the extent of utilization of digital technology for classroom learning effectiveness in the business education programme at the University of Cross River State (UNICROSS), Calabar. Ineffective learning negatively impacts students’ grades, leading to a low overall average that may cause students’ weak academic achievement or probation/suspension, delayed graduation, and a reduced chance of pursuing further education. To guide the study, three null hypotheses were postulated and tested at 0.05 level of significance. Related literatures were reviewed. A descriptive survey design was adopted. The population of the study consisted of 282 business education students (50 in accounting) and 232 in management). The sample was 165 business education students (29 in accounting and 136 in management). A sample was drawn using Taro Yamanes formula. A 15-item structured questionnaire was used for data collection. The reliability coefficient of the instrument was 0.80. Critical ratio (z-test) was used to test the hypotheses. Findings of the study showed no significant difference in the mean responses of Business education - accounting and management students on the extent to which: flip classroom is utilized in Business Education classrooms in UNICROSS; personal learning network is utilized in Business Education classrooms in UNICROSS; and virtual learning environment is utilized in Business Education classrooms in UNICROSS. It was therefore recommended that administrators of business education programme should use the flip classroom, personal learning network, and virtual learning environment technologies in their classrooms for effective learning by students.
Keywords: Digital technology, Flip classroom, Personal learning network, Virtual learning environment, Business education
Publication Date: 2025-12-10